This study aims to analyse the relationships between CAS, PE, and AP among university students from a reflexive perspective regarding academic outcomes. A sample of 200 undergraduate students from an Italian public university was assessed concerning CAS, PE, and self-reported AP through validated questionnaires. The data showed a highly positive correlation between CAS and PE, as well as between PE and AP, indicating that the students in this sample exhibit higher positive emotional levels, which they attribute to controllable factors. These, in turn, positively affect their academic performance. The results of the mediation analysis support the claim that positive emotions are real mediators in the relation between CAS and AP. These results highlight the effects of this factor on and within higher education, emphasising the importance of self-reflection and intrinsic motivation in enabling students to become owners of their learning. According to the study, immense awareness is fostered among educational bodies to ensure that learners’ emotional states are addressed, with specific regard to bullying and its social workings. In this manner, inclusive and supportive learning environments become enabled through the embedding of reflective practices in the curriculum, which consequently heightens academic achievement. This undertaking adds to the body of knowledge and provides realisable, actionable perceptions of how student outcomes can be enhanced in higher education settings.
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